What are hybrid courses?
First, learn what hybrid instructors have to say. There are many variations of hybrid courses. Some options include:
- Adding an online component to a campus-based class
- Reducing class time 25-50%
- Eliminating one class per week
- Meeting every other week.
- Meeting for several weeks, then off for several weeks
- Cutting non-productive time from a longer evening course
- Combining two sequenced classes into a more intensive 1-term class (e.g. CIS120/121)
- Different class sections sharing a single class shell (campus-based or DL)
Click the frequently asked questions below to learn more:
Can we do this? What about the credits?
- 1-credit = 30 hours learning - anytime, anywhere
- Flexibility: 90-100 hours of student learning
- Instructor designs - decides ratio of in class to outside
- Could be 0% - 100% in class
- Technology simply adds a tool to help design the best learning experience
What are the potential benefits of hybrids?
- Potential to join the best of both worlds, face to face & online
- Freedom/flexibility for students to choose when to work
- Can promote more in-depth collaboration between students, allows for asynchronous collaboration
- Allows time to reflect on discussion contributions, to formulate responses in greater detail
- Promote independent thinking & learning, less reliance on instructor
- Can build maturity, responsibility, and time management skills necessary to complete projects (real world application)
- High expectations: students are made more accountable for their own learning
- Computer mediated communication increases the potential for interaction and contact among students and between the instructor and the students. Brings out students who rarely talk in class.
- Students learn and apply real-world skills: technology skills, time management, collaboration
- Increased learning: "Faculty almost universally reported their students learn more in the Hybrid format than they do in traditional class sections. Instructors report that students write better papers, perform better on exams, produce higher quality projects, and are capable of more meaningful discussions on course material." (Univ. Wisconsin, Milwaukee, Hybrid Class Project)
- Increased Retention: data from the University of Central Florida (UCF) also show that student retention in hybrid courses is better than retention in totally online courses and equivalent to that of face-to-face courses
What are the potential drawbacks?
- Requires more time than developing traditional courses (redesign course, new teaching techniques, acquire new technology skills)
- Misconception among students: some initially equate fewer class meetings with less work
- Technical problems
- Computer/Internet access required
- Some students need help learning time management
What are class activities/items that can be put online?
- Syllabus, calendar
- Lecture notes
- Assignment details
- Case studies
- Testing for grade
- Group collaboration
- Discussion of class questions
What class activities/items should be kept in the class?
- Focus on concepts students are having trouble with. (Students do online activities, collaboration, quiz, 2 days before class. Instructor develops class based on the results.)
- Bring a few entries from the week's discussion to make the in-class connection and discuss the issues further. (Face to face and online activities integrated)
- Oral presentations, debates
Do you want to request a Desire2Learn shell?
Go to this form: Request a Desire2Learn campus course shell.
- Univ. of Wisconsin, Hybrid Course
- (Login & Password = hybrid.student) Follow the link to "Content", and look for links to the syllabus, assignments, or class schedule.
- Maricopa Hybrid Course
- No password needed
- Comparative Advantage by Activity - This worksheet allows you to brainstorm which learning activities you will do online and which ones you will keep in the classroom.
- Questions for Reflection - 10 questions for reflection on creating hybrid courses, developed by the University of Wisconsin-Milwaukee Learning Technology Center.
- Learning Outcomes and Learning Activities - This worksheet helps promote alignment between the class learning outcomes and the learning activities the instructor designs for the online part of the class.
- Classroom/Web Course Development Plan - This table could help you organize what needs to be developed for each week of the course.
- Course Review Checklist - PCC version simplified from the Quality Matters course review, University of Maryland Online.
- Course Review Annotated Guide - A useful complement to the Course Review Checklist, this handout explains each standard.
- Hybrid' Teaching Seeks to End the Divide Between Traditional and Online Instruction Read by Jeffrey R. Young, The Chronicle of Higher Education, Information Technology. March 22, 2002.
Articles and Other Reading
- Introduction to Hybrid Courses - Carla Garnham and Robert Kaleta, Univ. of Wisconsin, Milwaukee (Contains streaming media clips of participating instructors discussing their hybrid course experiences).
- Strategies for Connecting Online and Face-to-Face Instruction in Hybrid Courses - Peter Sands, University of Wisconsin-Milwaukee.
- Approximately "Real World" Learning with the Hybrid Model - Rachel Spilka, University of Wisconsin-Milwaukee.
- Reflections on Teaching a Large Enrollment Course Using a Hybrid Format - John (Jack) Johnson, University of Wisconsin-Milwaukee.
- Lessons Learned from the Hybrid Course Project - by Alan Aycock, Carla Garnham, and Robert Kaleta, UW-Milwaukee.
- Questions for Reflection on Creating Hybrid Courses - (10 course redesign questions), Univ. of Wisconsin, Milwaukee.
- The Importance of Being Synchronous- Joel Haefner, Illinois Wesleyan University, April 9, 2000.
- Univ. of Wisconsin, Milwaukee, Hybrid Course Website - (The hub of hybrid courses, U. Wis. --- Excellent source).
- Research Initiative for Teaching Effectiveness - Univ. of Central Florida. (For information on their research of instructional models.).